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Motivational factors and science achievement among students from the U.S. and Singapore

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Abstract

Research shows that motivation is a critical precursor to students’ science achievement. However, research on the topic yields ambiguous results in different cultural contexts. While the positive association between motivation and science achievement has been evidenced universally, the relatively predictive effect and strength of different motivational factors in different cultures need additional examination. To tease the potential discrepancy apart and explore different student motivational factors including self-concept, intrinsic value, utility value, and sense of relatedness, this study examines grade 8 students from the U.S. (N = 14,290) and Singapore (N = 6113) by using the International Trends in Mathematics and Science Study (TIMSS) data. The results suggest that the U.S. student self-concept in science learning is the strongest and most significant predictor of their science achievement. In Singapore, students perceived utility value in science learning has the strongest and most significant association with their science achievement. Explanations of the differences as well as the implications for future research are discussed.

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Funding

This research was funded by Young Scholars Project Fund at the Open University of China (No. Q21A0015).

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Authors and Affiliations

  1. Department of Education, The Open University of China, 75 Fuxing Road, Beijing, A805, China

    Fa Zhang

  2. Department of Foundations of Education, Virginia Commonwealth University, 1015 W. Main Street, Oliver Hall, P. O. Box 842020, Richmond, VA, 23284, USA

    Yaoying Xu & Chin-Chih Chen

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  1. Fa Zhang
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Correspondence to Fa Zhang.

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Zhang, F., Xu, Y. & Chen, CC. Motivational factors and science achievement among students from the U.S. and Singapore. Asia-Pacific Edu Res 33, 361–371 (2024). https://doi.org/10.1007/s40299-023-00734-0

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